Teacher Attitudes and Teacher Knowledge in Economic Education

17 Pages Posted: 11 Feb 2008

See all articles by Angela K. Dills

Angela K. Dills

Western Carolina University

Dennis Placone

Clemson University - John E. Walker Department of Economics

Date Written: January 23, 2008

Abstract

Establishing the determinants of teacher quality remains a difficult empirical proposition. Prior research suggests that high school teachers' subject knowledge and, separately, teacher attitudes towards their subject affect student learning. Because teacher knowledge and teacher attitudes are highly correlated, we disentangle these two effects. We survey economics teachers and their students primarily in South Carolina. Teacher economic knowledge positively and significantly affects student learning; teacher attitude has little or no effect on student learning. However, student test score gains of teachers volunteering to teach economics courses are similar in size to the effect of a comparable increase in teacher knowledge. Our results support interventions targeted towards enhancing teachers' understanding of economics and increased teacher control of course selection.

Keywords: academic achievement, teacher quality

JEL Classification: A20, A21, I21

Suggested Citation

Dills, Angela K. and Placone, Dennis, Teacher Attitudes and Teacher Knowledge in Economic Education (January 23, 2008). Available at SSRN: https://ssrn.com/abstract=1090639 or http://dx.doi.org/10.2139/ssrn.1090639

Angela K. Dills (Contact Author)

Western Carolina University ( email )

Cullowhee, NC 28723
United States
8282273329 (Phone)

HOME PAGE: http://faculty.wcu.edu/akdills

Dennis Placone

Clemson University - John E. Walker Department of Economics ( email )

Clemson, SC 29634
United States
864-656-3951 (Phone)
864-656-4192 (Fax)

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